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Transformation Initiatives Respond to the Needs of the Profession

Transformation Initiatives Respond to the Needs of the Profession. James G. Cibulka, President, CAEP/NCATE Deb Eldridge, Senior Vice President, CAEP/NCATE. Era of Big Data. A lot more data, so how do we generate meaningful data and use data effectively?. GOAL 1: Transformation.

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Transformation Initiatives Respond to the Needs of the Profession

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  1. Transformation Initiatives Respond to the Needsof the Profession James G. Cibulka, President, CAEP/NCATE Deb Eldridge, Senior Vice President, CAEP/NCATE

  2. Era of Big Data • A lot more data, so how do we generate meaningful data and use data effectively?

  3. GOAL 1: Transformation Provide way within accreditation to transform educator preparation FOCUS:Improving student achievement through the preparation of highly effective educators.

  4. GOAL 2: Stronger Research Base • Strengthen empirical knowledge base • Contribute more broadly to the field • Engage faculty in scholarly work related to their discipline

  5. GOAL 3: Drive Innovation Through Research and Development • Role of accreditation in transformative innovation at systemic level – move beyond compliance • Creates system for rewarding institution for innovation and contributions to improving the empirical knowledge base within the field

  6. GOAL 4: Culture ofContinuous Improvement • Transforming programs not going to happen without faculty engagement • Research on high-performing organizations shows they draw on expertise of staff, working together in highly focused teams

  7. GOAL 4: Culture ofContinuous Improvement • Opportunity to use data for program improvement • Benchmarking • against peer institutions, as well as within own program • networking (e.g., networked learning communities)

  8. GOAL 4: Culture ofContinuous Improvement • Creation within CAEP of the capacity to share information • Moving to system with more common measures, across states and institutions • Increasingly available longitudinal data • Ability to establish norms

  9. Questions?

  10. Where is TI now? Status update • 23 institutions engaged in the process • 2 system-based collaborations • Tennessee Board of Regents: includes 6 institutions • Missouri Alliance: 3 institutions with a Public School System • 8 Independent TI projects • 3 in development • 3 inquiries in progress

  11. Goal 1: Transformations • Every licensed teacher (TN TBR) • should enter the classroom with at least entry-level knowledge, skills, and characteristics of quality teaching that lead to positive student outcomes. • should have access to avenues for competency-based recognition and advancement for teaching excellence. • should be exposed to research-based best-practice models of instruction in every facet of preparation.

  12. Goal 2: Research Base • What evidence is there that the design and workings of a specific teacher education program has contributed to a positive transformation of its teacher education program and one or more partner schools? (MO) • What is the effect of year-long student teaching placements in selected partnership schools…on the performance of the teacher candidate…? (CSUMB)

  13. Goal 3: Innovation Instruments (TTU) • Teaching competency: Teacher candidates’ (TC’s) scores on the Teacher Advancement Program (TAP) rubric, with six administrations • Readiness to teach: Readiness to Teach Questionnaire • Classroom Climate: Tripod assessment instrument (Cambridge Evaluation survey focused on improving student performance by strengthening content, pedagogy, and relationships) • Student-learning gains: District assessments (DAs) or other benchmarking assessment; value-added score of mentor teachers; comparison of changes over time

  14. Goal 4: Continuous Improvement • We propose to build an outcomes-based system based on five essential outcomes … (CO): • impact on P-12 student learning, • knowledge of content and content pedagogy, • evidence-based performance/practice, • dispositions, and • persistence in the education profession. • In our schools, we will implement the outcomes framework in all our programs that prepare educators at the initial and advanced levels. In so doing, we intend to further deepen faculty commitment to the process of continuous improvement.

  15. Questions?

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